1. Structure
1.1. Band Levels
1.1.1. Foundation – Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10.
1.2. Subjects
1.2.1. Foundation to year 10 consisting of two different but interconnected components: 1. Design and Technologies 2. Design and Technologies
1.3. Strands
1.3.1. Knowledge, understanding and skills
1.3.1.1. Knowledge and understanding
1.3.1.2. Processes and production skills
1.4. Design and Technologies
1.4.1. Knowledge and understadning
1.4.1.1. The operation, progression and establishment of different technologies in society and its influence on people and overall design
1.4.2. Processes and production skills
1.4.2.1. Using strategies such as; identifying, investigating, creating, designing, implementing and evaluating appropriate designed solutions
1.5. Digital Technologies
1.5.1. Knowledge and understanding
1.5.1.1. Understand the use of the different digital system components and how to represent data symbolically.
1.5.2. Processes and productions skills
1.5.2.1. Using strategies such as; identifying, investigating, creating, designing, implementing and evaluating appropriate digital solutions
1.6. Individual year level for the School Curriculum and Standard Authority: Year 1, Year 2, Year 4 ect
2. Aims/Objectives
2.1. Strives to develop the knowledge, understanding and skills to enable students to do the following individually and collectively:
2.1.1. Enquire, plan, manage, create and evaluate solutions
2.1.2. Understand the development of technologies over time and become innovoative when using different sources of technology
2.1.3. Become responsible future citizens who make informed and ethical decisions regarding the use of technologies and their purpose
2.1.4. Be confident and accoutantable when designing and creating solutions
2.1.5. investigate, assess, identify and evaluate problems and design appropriate solutions
3. The organisation of content in the Technologies curriculum. Retrieved from: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/technologies-overview/organisation
4. General Capabilities
4.1. Literacy
4.1.1. Students develop literacy as their learning progresses through a range of strategies and teaching activities. Students develop and understand certain technological terms specific for concepts, processes and production. They develop listening skills and learn how to effectively articulate and ask questions.
4.2. Numeracy
4.2.1. Students mathematical knowledge develops as a wide engage of maths concepts is conducted in technology concepts such as calculation , measurement, interpretation of data, estimation, statics etc.
4.3. ICT
4.3.1. Student's ICT skills, concepts and understanding are further developed, extended and strengthened. They become familiar with conducting different software applications and digital hardware that enable them to understand their design ideas. Students use ICT to investigate , analyse information, evaluate design ideas, communicate and collaborate online.
4.4. Critical and creative thinking
4.4.1. Students develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking ( School Curriculm and Standard Athoruity, 2017)
4.5. Personal and social capability
4.5.1. Students develop personal and social capability as they engage in project management and development in a collaborative workspace. They direct their own learning, plan and carry out investigations, and become independent learners who can apply design thinking, technologies understanding and skills when making decisions. The Technologies learning area enhances students' personal and social capability by developing their social awareness.
4.6. Ethical understanding
4.6.1. Students become responsible citizens who make informed and ethical decisions regarding the use of technologies and their purpose whilst communicating and engaging with other people.
4.7. Intercultural understanding
4.7.1. Students consider how technologies are used in diverse communities at local, national, regional and global levels, including their impact and potential to transform people's lives. They explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries.
5. Year 5- Design and Technologies
5.1. Achivement Standard:
5.1.1. In Digital Technologies, students define a problem, identify available resources and create algorithms (sequenced steps) to assist in decision making for a given digital task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information.
5.2. Knowledge and understanding
5.2.1. TECHNOLOGIES AND SOCIETY
5.2.1.1. How people address competing considerations when designing products, services and environments (ACTDEK019)
5.2.2. TECHNOLOGIES CONTEXTS
5.2.2.1. Engineering principles and systems Forces can control movement, sound or light in a product or system (ACTDEK020)
5.2.2.2. Food and fibre production People in design and technologies occupations aim to increase efficiency of production systems, or consumer satisfaction of food and natural fibre products (ACTDEK021)
5.2.2.3. Food specialisations Food safety and hygiene practices (ACTDEK022)
5.2.2.4. Materials and technologies specialisations Characteristics and properties of a range of materials and components, and the suitability and safe practice of their use (ACTDEK023)
5.3. Processes and production skills
5.3.1. CREATING SOLUTIONS BY
5.3.1.1. Investigating and defining
5.3.1.1.1. Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task
5.3.1.2. Designing
5.3.1.2.1. Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms
5.3.1.3. Producing and implementing
5.3.1.3.1. Select, and apply, safe procedures when using components and equipment to make solutions
5.3.1.4. Evaluating
5.3.1.4.1. Develop negotiated criteria to evaluate and justify design processes and solutions
5.3.1.5. Collaborating and managing
5.3.1.5.1. Work independently, or collaboratively when required, to plan, safely develop and communicate ideas and information for solutions
6. ***Green bubbles: are from the Australian Curriculum
7. Link to Blog : http://dtm4260.edublogs.org/2017/01/11/by-suviensa-parvini/
8. Key Ideas
8.1. Overarching idea
8.1.1. Project management: Develop the necessary skills to plan an manage projects effectively, whilst considering ethical, health and safety considerations and personal and social beliefs and values.
8.1.2. Creating preferred futures: use critical thinking to create reasonable short term and long term solutions for future issues.
8.2. Thinking in Technologies
8.2.1. Systems thinking: A holistic approach in problem solving different systems as a whole through their interrelationships and interactions.
8.2.2. Design thinking: develop and use a range of strategies necessary for effective creations for an identified need or opportunity.
8.2.3. Computational thinking: Problem-solving method that is applied to create solutions that can be implemented using digital technologies
8.3. ICT: Students develop explicit knowledge, understanding and skills regarding the operation of ICT and applying social and ethical protocols while investigating, creating and communicating (Australian Curriculum, 2017).
8.4. Safety: identifying and addressing the safety issues regarding all aspects of technologies e.g cyber safety, data safety
8.5. Animal ethics: Any teaching activities that involve animals must be in accordance with the Australian code of practice for the care and use of animals for scientific purposes in addition to relevant state or territory guidelines.
9. Relationship between key ideas and technological subjects Retrieved from: http://www.australiancurriculum.edu.au/technologies/structure
10. Relationship between between key ideas and the Technologies subjects. Retrieved from: http://k10outline.scsa.wa.edu.au/media/images/overviews/Tech_Figure1.jpg
11. Student Diversity
11.1. Students with disability
11.1.1. Educators are to adhere and support the rights of any student with a disability as outlined in The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 and access the curriculum require education and training service providers to support the rights of students with disability to access the curriculum.
11.1.2. Any necessary adjustments are to be provided in order to enable opportunities for students to access content in the Western Australian .
11.2. English as an additional language or dialect
11.2.1. Additional time/support needs to be given to EAL/D students in order to achieve the aims/objectives whilst developing the standard English language.
11.3. Gifted and talented students
11.3.1. Provide opportunities for more in-depth learning content and cross-curriculum priorities. Educators can draw content from higher year levels to expand learning.
12. Cross-Curriculum Priorities
12.1. Aboriginal and Torres Strait Islander histories and cultures
12.1.1. Students can understand the value and appreciate The Aboriginal and Torres Strait Islander histories and cultures through creative, engaging and diverse learning concepts.
12.2. Asia and Australia's engagement with Asia
12.2.1. Students will be able to understand the interaction between Asia and Australia in developing and creating solutions collaboratively.
12.3. Sustainability
12.3.1. Students will be able to understand the importance of sustainability through exploration, comparison of viewpoints, values and interests. Understanding systems enables students to provide creative solutions that enhance sustainability.
13. Year 5- Digital Technologies
13.1. Achievement Standard: In Digital Technologies, students define a problem, identify available resources and create algorithms (sequenced steps) to assist in decision making for a given digital task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information
13.2. Knowledge and understanding
13.2.1. DIGITAL SYSTEMS
13.2.1.1. Digital systems have components with basic functions that may connect together to form networks which transmit data (ACTDIK014)
13.2.2. REPRESENTATION OF DATA
13.2.2.1. Data is represented using codes (ACTDIK015)
13.3. Processes and production skills
13.3.1. COLLECTING, MANAGING AND ANALYSING DATA
13.3.1.1. Collect, store and present different types of data for a specific purpose using software (ACTDIP016)
13.3.2. DIGITAL IMPLEMENTATION
13.3.2.1. Design solutions to a user interface for a digital system (ACTDIP018)
13.3.2.2. Design, follow and represent diagrammatically, a simple sequence of steps (algorithm), involving branching (decisions) and iteration (repetition) (ACTDIP019)
13.3.2.3. Implement and use simple programming environments that include branching (decisions) and iteration (repetition) (ACTDIP020)
13.3.2.4. Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct) (ACTDIP022)
13.3.3. CREATING SOLUTIONS BY
13.3.3.1. Investigating and defining
13.3.3.1.1. Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task
13.3.3.2. Designing
13.3.3.2.1. Develop and communicate alternative solutions and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms
13.3.3.3. Producing and implementing
13.3.3.3.1. Select, and apply safe, procedures when using components and equipment to make solutions
13.3.3.4. Evaluating
13.3.3.4.1. Develop negotiated criteria to evaluate and justify design processes and solutions
13.3.3.5. Collaborating and managing
13.3.3.5.1. Work independently, or collaboratively when required, to plan, develop and communicate ideas and information for solutions